Analyzing Impact of Technology-Facilitated Knowledge Creation on Student Satisfaction in Distance Learning Education

Although Covid-19 cases are continuing to decrease, the practice of online learning has become common in education. Many education institutions have online classes besides face-to-face classes. However, many research reported several problems in distance learning practice mainly because of the limitation of interactive conversation and learning activities and finally lead to an ineffective knowledge creation process. It is reported that in a distance learning setting during the pandemic, the motivation and participation rate decreased while the absence and dropout rates increased. Knowledge conversion is a term to reflect the acquisition of new know-how or tacit knowledge from the learning activities. Currently, various technology vendor keeps making innovations to solve this problem, and available technologies that can be utilized to support distance learning education are increasing. Therefore, this paper aims to know the impact of the knowledge creation process on student satisfaction and explain how to utilize technologies throughout the knowledge creation chain. Based on the statistical analysis it is found that the knowledge creation process that is represented using the SECI model simultaneously has a significant positive effect on student satisfaction. This means all phases in SECI (socialization, externalization, combination, and internalization) are simultaneously able to improve student satisfaction. However, partially, only socialization and internalization that has a significant positive impact on student satisfaction, which indicates these two factors partially could lead to better student satisfaction if it is planned and managed appropriately. This paper also constructs a matrix that helps education practitioners choose the right technology for each knowledge creation phase.